Enhancing High-School Students' Computational Thinking with Educational Robotics Learning

S. Chookaew, S. Howimanporn, P. Pratumsuwan, S. Hutamarn, Warin Sootkaneung, C. Wongwatkit
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引用次数: 9

Abstract

In recent years, engineering education has become one of the challenging issues in Thailand education. By teaching and learning subjects independently, students are limited to subject-oriented problems, which are not in reality. To address these flaws, integrating knowledge across disciplines becomes significantly necessary. In the past years, STEM has been accepted as one of the effective strategies to bridge the difference in nature of each field to construct more practical projects and innovations. Moreover, the educational robot can be employed as a learning tool in that strategy since it not only provides challenging learning missions but also promotes computational thinking for the students. Therefore, this research study proposed STEM learning activities on three-day workshop to lay out the foundation to the high-school science-and-technology students who are becoming the engineering students. The workshop comprises of eight phases to facilitate their learning inquiry process with hands-on experience; moreover, the activities were designed in consideration of promoting computational thinking with challenging learning missions. The findings of this study showed that the proposed workshop activities are beneficial for the students who outperformed on robotics with higher computational thinking; meanwhile, they could provide more relevant responses regarding the proposed learning activities.
用教育机器人学习增强高中生的计算思维
近年来,工程教育已成为泰国教育面临的挑战之一。通过独立地教授和学习学科,学生被限制在学科导向的问题上,而这些问题并不存在于现实中。为了解决这些缺陷,整合跨学科的知识变得非常必要。在过去的几年中,STEM已被公认为弥合各个领域性质差异的有效策略之一,以构建更多实际的项目和创新。此外,教育机器人可以作为一种学习工具,因为它不仅提供具有挑战性的学习任务,而且还可以促进学生的计算思维。因此,本研究提出为期三天的工作坊STEM学习活动,为高中理工科学生成长为工科学生奠定基础。工作坊分为八个阶段,以促进学生的学习探究过程及亲身体验;此外,这些活动的设计考虑到通过具有挑战性的学习任务来促进计算思维。本研究结果显示,工作坊活动对具有较高计算思维的机器人优等生有益;与此同时,他们可以对所建议的学习活动提供更相关的回应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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